EPAS MATRIX for Advanced Practice Behaviors in Macro Social Work

Advanced Practice in Macro Social Work

MSW/ACOSA - EPAS MATRIX for Advanced Practice Behaviors in Macro Social Work

and

A Resource for Building Curriculum Language for Macro Practice Based on MSW/ACOSA Competencies

1 Advanced Practice and the 2008 EPAS

The 2008 Educational Policy and Accreditation Standards (EPAS) outlines 10 core competencies that are common to all of social work practice. Advanced practice “incorporates all of the core competencies augmented by knowledge and practice behaviors specific to a concentration" (M2.2, p.8). The 2008 EPAS was passed with the understanding that CSWE would work with the education community to create resources for programs in the development of knowledge and practice behaviors specific to competencies for advanced practice. Some of these resources are now available. Other resources are currently in development and will be posted as they are finalized. The statuses of known projects are listed below. For more information about any of these projects, please contact Jessica Holmes.

Note: These documents are not mandated. They are offered only as examples and are intended to serve as resources.

Available Guides

 Trauma The trauma-informed social work practice guide was developed by a task force of 40 practitioners and faculty members under the leadership of co-chairs Virginia Strand (Fordham University) and Robert Abramovitz (Hunter College). The final guide, Advanced Social Work Practice in Trauma (PDF) was published in fall 2012.  Clinical Social Work The clinical social work project was led by University of Houston, Saint Catherine University/University of Saint Thomas, and Smith College. The group held its first meeting in August 2009; programs with a clinical social work concentration were invited to participate in the process. A final product, Advanced Practice in Clinical Social Work (PDF), is now available.  Gerontology The gerontology project is being led by the CSWE Gero-Ed Center. The final product, Advanced Gero Social Work Practice Guide (PDF), is now complete and includes course and evaluation resources.  Military Social Work Cosponsored by the University of Southern California School of Social Work's Center for Innovation and Research on Veterans and Military Families, this guide (PDF) defines the specialized knowledge and skills that social work practitioners need to effectively serve military personnel, veterans, and their families, as well as noncombatant uniformed service members.  Prevention of Substance Use Disorders The prevention project is now complete, and the final product, Advanced Practice in the Prevention of Substance Use Disorders (PDF), is available online. A print copy also can be requested by sending an e-mail to Jessica Holmes.

2 Introduction

This document is intended to help faculty in a range of programs to identify language useful for course objectives, learning modules, and research proposals for building knowledge in community organization and social administration. The Association of Community Organization and Social Administration (ACOSA) began work to identify macro practice knowledge and skills in 1997. That work concluded in the development of “A Resource for Building Curriculum Language for Macro Practice based on MSW/ACOSA Competencies.” There is considerable overlap between the 50 items identified in “A Resource for Building Curriculum Language” and the CSWE 2008 EPAS competencies. For example, it incorporates all the competencies identified in EPAS 2.1.2, 2.1.4, 2.1.5, 2.1.8, and 2.1.10, and parts of others. However, this resource is framed using macro processes identified in the Journal of Community Practice, and is focused on social work with communities, organizations, social and economic planning groups, and policy practice and advocacy organizations.

As part of their 1997 strategic planning efforts, members of ACOSA began work to develop advanced level macro practice knowledge and skills. It was assumed that the Council on Social Work Education (CSWE) provides guidelines for the foundation curriculum. However, in order to help schools of social work with curricula relating to community organization, policy practice, administration and management, social planning, community development, and organizational leadership, it was important to identify competencies for these advanced areas. The ACOSA leadership took as its guiding framework for this work the community practice processes identified as themes in the ACOSA sponsored journal, The Journal of Community Practice. These process themes in the early stages of the work were organizing, planning, development, and change. By 2005, members working on the macro competencies had modified the process themes to be organizing, planning, collaboration, sustainable development and progressive change. The knowledge items that formed the basis for the competencies had grown to 50 items (Weil, M., Gamble, D. N., & MacGuire, E., 2010).

The faculty and staff working on the revision of the Educational Policy and Accreditation Standards for CSWE were working in a parallel activity. Their work culminating in EPAS 2008 identified ten core competencies with “measurable practice behaviors that are comprised of knowledge, values, and skills” (EPAS 2008, Educational Policy 2.1).

ACOSA leader Tracy Soska, working with the faculty, alumni, and the practice community in the Pittsburgh area, developed a set of macro competencies framed by the ten competencies outlined in CSWE’s EPAS 2008. Soska and his colleagues did this work in preparation for the reaffirmation of the educational program at the University of Pittsburgh School of Social Work. That work is represented in the table identified as “MSW/ACOSA - EPAS Matrix for Advanced Practice Behaviors in Macro Social Work.” Both the “Resource for Building Curriculum Language” and the “MSW/ACOSA - EPAS Matrix” were shared with the ACOSA membership on-line and at the Portland, Oregon Annual Program Meeting on October 15, 2010. They were also sent to CSWE personnel with a request for suggestions and comments. Both

3 documents reflect changes suggested by the ACOSA membership, macro practice teaching faculty, and CSWE in these exchanges (Gamble, 2011; Gamble & Soska, 2013).

Understanding that these two tables have different frames, and complementary but different uses, both sets of macro competencies were adopted by the ACOSA Board of Directors in January 11, 2011. They have been published in the Journal of Community Practice and in the Encyclopedia of Social Work Online.

Gamble, D. N. (2011), Advanced concentration macro competencies for social work practitioners: Identifying knowledge, values, judgment and skills to promote human well-being. Journal of Community Practice, 19(4), pp.369-402).

Gamble, D. N. & Soska, T. M. (2013). Macro practice competencies. Encyclopedia of Social Work Online, DOI: 10.1093/acrefmrw/9780199975839.013.976

Weil, M., Gamble, D. N., & MacGuire, E., (2010), Community Practice Skills Workbook: Local to Global Perspectives, (pp. 110-118). New York: Columbia University Press.

4 MSW/ACOSA - EPAS MATRIX for Advanced Practice Behaviors in Macro Social Work The broad range of macro practice defined as social work with organizations, communities and in planning and policy practice.

EPAS 2008 Knowledge, Values, Judgments, & Skills Advanced Practice Behaviors Competencies (To be assessed/measured depending upon the focus and goals of each educational program) 2.1.1 Identify as a Social workers in macro practice  Integrate the legacy of social work macro practice professional  know the historical roots of social work in with communities and organizations as social workers community and organizational practice demonstrated by… and conduct  recognize the importance of professional  Conduct themselves professionally in their oneself conduct and of personal/professional demeanor and communications as demonstrated accordingly development for practicing in community and by… organizational settings  Effectively use personal reflection, self-correction, supervision and consultation to enhance their professional practice as demonstrated by…

2.1.2 Apply social Social Workers in macro practice  Apply ethical standards and laws for professional work ethical  ascribe to the values and ethics advanced by social work practice in work with organizations and principles to guide NASW and CSWE for professional conduct communities as demonstrated by… professional and, thus, engage in ethical decision-making in  Promote inclusive communities and organizations as practice working with communities and organizations demonstrated by…  understand the use of the IFSW/IASSW Ethics  Advance effective and efficient social service in Social Work, Statement of Principles for delivery and access to resources in organizations arriving at principled decisions concerning and communities as demonstrated by… social justice and human rights  Apply ethical reasoning in promoting human rights  understand that work within complex systems and social justice in assessment, intervention and can generate conflicting priorities and evaluation of organizational and community practice ambiguities that require professional value- as demonstrated by… based judgments 2.1.3 Apply Social Workers in macro practice  Synthesize multiple frameworks and sources of critical thinking to  approach community and organizational information to make professional judgments as inform and problem-solving using logical, scientific and demonstrated by… communicate reasoned frameworks for analysis and  Inform and engage diverse constituents in critical

5 professional synthesis toward intervention community and organizational analysis and problem- judgments solving as demonstrated by…  Use logic, critical thinking and creativity in written and oral communication with organizations and communities as demonstrated by…

2.1.4 Engage Social Workers in macro practice  Utilize strengths of differing life experiences to build diversity and  recognize diversity through multiple factors inclusive communities and multicultural difference in including age, race, class, color, culture, organizations as demonstrated by… practice disability, ethnicity, gender, gender identity,  Recognize, understand, and communicate the religion, political ideology, immigration status, environmental and ethnic constructs that shape sex and sexual orientation and how these realities for different people and groups as differences can influence oppression, poverty, demonstrated by… marginalization, and alienation as well as  Engage with and ensure participation of diverse and privilege, power, and acclaim in communities marginalized community and organizational and organizations constituents by identifying and accommodating multilingual and non-literate needs, gender power dynamics, and, access for disabilities in assessing, planning and implementing interventions as demonstrated by…

2.1.5 Advance Social Workers in macro practice  Advocate for human and civil rights individually and human rights and  are knowledgeable of the global collectively as demonstrated by… social and interconnections of oppression, and theories  Advance specific principles in national and economic justice and strategies to promote social justice and international professional documents to eliminate human rights social, economic and environmental injustice within  adhere to the principles of human rights communities, organizations, institutions and society advanced through national constitutional laws as demonstrated by… and through international declarations of  Demonstrate understanding of indicators that show human rights, including the seven declarations improved well-being for communities and and conventions listed in the IFSW/IASSW organizations, and, where possible incorporate Ethics in Social Work, Statement of Principles evaluative measures of well-being that integrate improvements in social, economic, political and environmental realms, as demonstrated by…

6 2.1.6 Engage in Social Workers in macro practice  Utilize theories of community and organizational research-  utilize quantitative and qualitative research to behavior in assessment and analysis of macro informed practice understand the nature of communities and interventions as demonstrated by… and practice- organizations and the best practices to  Construct and utilize best practice, evidence- informed research improve well-being in these macro systems informed research to develop and implement  integrate members of communities and community and organizational interventions as organizations in the process and outcome demonstrated by… evaluations of macro system interventions  Advance research that is participatory and inclusive of the community and organizational constituencies with whom they practice as demonstrated by…

2.1.7 Apply Social Workers in macro practice  Assess and analyze communities and organizations knowledge of  recognize the central importance of human as social systems with life cycles and roles that human behavior relationships and utilize the interconnection sometimes impede and/or degrade, but often and the social between people and place, between people maintain well-being as demonstrated by… environment and the micro and macro systems of which  Incorporate a broad understanding of cultural and they are a part, and relationships of people political contexts in planning interventions as with the social systems they have created to demonstrated by… respond to human needs  Recommend and evaluate interventions that  appreciate the unique dimensions that cultural, enhance the connectivity of persons to the environmental, urban, and rural contexts bring communities and organizations that improve their to communities and organizations and those lives as demonstrated by… engaged in these macro systems 2.1.8 Engage in Social Workers in macro practice  Analyze policies from historical, current, and global policy practice to  recognize that social work is a non-partisan perspectives with particular understanding of the role advance social political profession and that political processes of social, economic, and political forces on policy and economic and policies affect the social, economic and formulation, and the implications for less powerful well-being and to environmental well-being of individuals, and oppressed groups as demonstrated by… deliver effective families, communities and organization, as  Actively engage in the policy arena on behalf of social work well as social work practice itself community and organizational interests, working in services collaborative efforts to formulate policies that improve the effectiveness of social services and the well-being of people, especially for the most vulnerable, as demonstrated by…

7 2.1.9 Respond to Social Workers in macro practice  Provide leadership in organizations and communities contexts that  recognize and react to the changing landscape for effective, ethical interventions that improve the shape practice of the public, nonprofit, service and for-profit well-being of individuals, families, organizations and organizations that comprise the social service communities as demonstrated by… sector, as well as to the social, economic,  Apply theoretical frameworks to assess and analyze political and environmental contexts that shape the task domain of organizations, communities and these organizations and community life the constituencies they serve as demonstrated by…  Facilitate and strengthen the development of civic society and grassroots community groups that are most often excluded from community decision making as demonstrated by…  Strategically plan organizational and community change and development relative to improved social, economic, political and environmental well-being as demonstrated by…  Make use of technological and scientific advancements that contribute to understanding and solving problems affecting organizations and communities as demonstrated by…

8 2.1.10 Engage, Social Workers in macro practice  Engage with communities, their constituencies, and assess, intervene,  Engage, assess, intervene and evaluate with organizations that serve them to assess and analyze and evaluate with organizations and communities and the community/organization capacities, strengths, and individuals, groups, families and individuals that are part of needs as demonstrated by… families, groups, those macro systems.  Disseminate both positive and ineffective outcomes organizations,  Understand participatory methods and the of evidence-informed interventions to help and communities importance of the worth and dignity of persons understand when and why interventions hinder or in all engagement, assessment, intervention improve human well-being as demonstrated by… and evaluation efforts.  Plan with communities and organizations to apply interventions through a variety of models, methods, strategies, and tactics identified as appropriate to the local, regional, national and international contexts and needs for change as demonstrated by…  Demonstrate leadership and skill in human service organizations, in areas such as policy and task analysis, advocacy, governance, planning, program development and program management, financial development/management, supervision, evaluation, human resources and staff development as demonstrated by…  Demonstrate leadership and skill in working with communities and community based organizations in areas such as organizing, planning, collaboration, sustainable development and progressive/effective change, measured through self-assessment, field assessment, and curriculum assessment, specifically demonstrated by…  Use participatory methods to involve community and organizational constituencies in evaluating the effectiveness of interventions in order to recommend future actions as demonstrated by…

Dorothy N. Gamble, adapted from a template developed by the University of Pittsburgh School of Social Work, with comments from ACOSA membership through November 2010, and from macro professors attending the Portland, OR APM, 10/15/10. Adopted by the ACOSA Board of Directors, January 2011. Adapted from Gamble, D. N. (2011). Advanced concentration macro competencies for social work practitioners. Journal of Community Practice, 19, pp.369- 402. Send comments or questions to Dorothy Gamble, [email protected], Sondra Fogel, [email protected], and Tracy Soska, [email protected].

9 A Resource for Building Curriculum Language for Macro Practice Based on MSW/ACOSA Competencies Knowledge, Values, Judgments, and Skills for Effective & Ethical Social Work Practice in work with Communities and Organizations and in Planning and Policy Practice

The MSW/ACOSA competencies can be helpful to programs wanting to add competencies for an advanced practice concentration that focuses on educating students for community practice, social administration, planning, advocacy, policy practice, and community development. They incorporate most of the ten EPAS Competencies as well as more specific competencies from human rights, social justice, international social work and sustainable development literature.

MSW/ACOSA Competencies 1-5 focus on Social Administration; MSW/ACOSA Competencies 6-10 focus on Community Organization MSW/ACOSA Knowledge, Values, Judgments, & Skills1 Practice Behaviors 2 Competencies1 (Assessments are made depending upon each educational program’s goals and focus.)

Social Workers in Macro Practice Understand Social Workers in Macro Practice Demonstrate the Value Base for and know: Ethical Judgment and Skill in their ability to: 1. Organize  The comparative use of different  Function effectively, within ethical boundaries, Services and organizational structures to accomplish as a manager, leader or supervisor of a Programs for human services objectives (e.g., public community-based public, non-profit or private Communities institutions, community-based advocacy and social service and/or advocacy organization as service organizations, private organizations, demonstrated by… public-private collaborations, cooperative services, etc.) to attain outcomes that improve  Effectively carry out all the internal and the well-being of individuals, groups, families, external roles (e.g. Social Work Managers 16 and communities. competencies, 2010), needed by the organization to insure that the design,  The origins, context, and auspices of public, implementation and evaluation of programs nonprofit and private human services and services improve the well-being of organizations as they seek to develop individuals, families and communities served comprehensive community social and by the organization as demonstrated by… economic programs.

10  Identify resource options (financial, technical,  Legislation, policies, and regulations that training, etc.), and initiate the development of create and monitor public and nonprofit proposals that might secure such resources for organizations, along with knowledge service, advocacy or programming as regarding legislative change, policy advocacy, demonstrated by… and public civic education to promote equality and human rights.

 The range of public and private funding sources available for human services and community-based organizations and knowledge regarding proposal preparation and project financing.

 The leadership knowledge necessary for program design and implementation, managing and directing, staffing, financial management and budgeting, and monitoring and evaluating human services and community based organizations.

2. Plan, Monitor,  The need for critical assessment and use of  Critically assess the range of information and Evaluate diverse sources of knowledge to prevent and based on research, evidence, and practice Inclusive Human diminish social, economic and environmental strategies that will be incorporated in planning Services problems and to promote social and economic for programs and services to improve human Programs progress and flourishing communities. well-being as demonstrated by…

 The range of fact-finding and assessment  Assess the interests of different identity tools and methods available to map assets groups that need to be considered (e.g. age, and barriers to optimum emotional, social and class, color, culture, disability, ethnicity, economic functioning of people. gender, gender identity, immigration status, political ideology, race, religion, sex, and  The need for clear mission and goal sexual orientation), and will be incorporated in statements, consensus on desired outcomes, planning for programs and services to measurable evaluation criteria, and structures improve human well-being as demonstrated

11 for monitoring progress in human service by… delivery and community program implementation.  Help community and organizational members focus on clear statements of mission, goals,  The broad range of quantitative and outcomes, strategies and measurable qualitative research methods available, evaluation criteria when planning programs including participatory research and self- and services as demonstrated by… evaluation, for evaluating human programs and services.  Facilitate communication between public social service organizations and NGOs/CBO’s  The role that political environments, economic so that mutual respect and effective working conditions, and cultural/racial/gender relationships exist in the efforts to improve intolerance play in influencing social services, well-being as demonstrated by… community program planning, and research activities, along with strategies to influence  Define paths for organizational development planning and research that embrace diversity that incorporate inclusive structures and and gender equality. programs and take a leadership role, (at times requiring considerable courage), to promote human rights and social justice as demonstrated by…

3. Engage in  Social work’s value base and its congruence  Provide leadership, management and Collaborative with various strategies for improving social, facilitation in bringing together uncommon Strategies economic and environmental well-being collaborations to respond to critical among Nonprofit, through building relationships based in community needs as demonstrated by… Public, and equality, opportunity, advocacy, mutuality, Private humility, and community.  Demonstrate advocacy, mutuality and humility Organizations in reaching out for expert knowledge in fields  The forces that prevent progressive problem outside one’s expertise (e.g. economists, solutions and the need for broad collaborative biologists, cultural experts, group trainers, efforts to launch campaigns for policy and media experts, etc.) and outside one’s own program changes. experience (e.g. grassroots community leaders, local artists, farmers, musicians,  The factors and conditions that facilitate the etc.), in order to plan effective organizational coming together of different organizations for strategies that will improve the well-being of

12 a common purpose that will improve social, families and communities as demonstrated economic and environmental well-being. by…

 The range of networking, facilitative, and  Foster and strengthen civil society technical knowledge needed for collaborative organizations and facilitate their connections efforts (e.g. task group facilitation, decision with public and foundation efforts to improve making, team building, conflict management, well-being as demonstrated by… culture/racial/gender sensitive organizational structures, ethical audits, electronic and  Ensure that the community voices most often standard communication, dialogue and missing from program and policy formulation mediation, etc.). will be heard in the development of collaborative strategies for problem solving as  The knowledge needed to connect service demonstrated by… consumers and community members with any organizational collaborative using empowerment principles.

4. Engage in  The roles of public, nonprofit, proprietary and  Effectively assess the functioning of the Organizational service organizations in providing social public, nonprofit, or private social services Development services and community programs to people, organization one leads or manages for especially the history of their effectiveness in improved performance as demonstrated by… the local community.  Develop an organizational culture that values  Organizational and systems theories and their ethical judgments as demonstrated by… use in organizational assessment and organizational development.  Promote and support an organizational culture that highly values effective intervention  The range of leadership and management outcomes, social justice, human rights, knowledge necessary to facilitate the effective integrity, self determination on the part of functioning of social services and community- community members being served, and based organizations. competence on the part of every employee and volunteer as demonstrated by…  The role of mission, goals, auspices, structure, human and material resources,  Arrange for the training and structural formal and informal culture, and outcomes in changes in the organization that help

13 assessing the effective functioning of employees and volunteers contribute to a organizations. positive organizational culture (e.g. inclusive, diverse, efficient), and effective community  The application of social work values, intervention strategies (e.g. with measurable, especially competence and integrity for progressive outcomes that respond to the employees, and social justice, human rights, needs of people by improving their social, and self determination in providing services economic, political and/or environmental well- and promoting advocacy. being), as demonstrated by…

5. Engage with  The basic human rights documents,  Engage with and support the empowerment of Organizations conventions and covenant accepted by the community members who have the least and international community that serve as guides power and are often the most vulnerable in Communities to to working toward improved social, economic terms of having access to community apply Change and environmental well-being (Available on resources, opportunities, and decision making Strategies for IFSW Web site). forums as demonstrated by… Social Justice and Human  The value of participatory and transparent  Engage with and support progressive policies Rights processes for identifying issues, defining and policy makers who will shape the use of strategies, organizing campaigns for change, resources and budgets for improving and evaluating outcomes. community well-being as demonstrated by…

 The political process and how to assess the  Engage with and support community leaders political climate for engaging in organizational (e.g. educational, religious, financial, and community change. economic and media) who can influence the direction of policies toward improved social,  Methods for analyzing and engaging the key economic, political and environmental well- actors and institutions necessary for providing being for all community members as leadership and support in an organizational or demonstrated by… community change process.  Advocate for the most inclusive strategies that  Practice principles that will increase will help all community members reach their empowerment among organizations and full potential as demonstrated by… community members who have been most excluded from decision making and policy  Diminish structural and cultural barriers that making circles. discriminate against people because of age,

14 race, class, color, disability, ethnicity, gender, religion, political ideology, immigration status and sexual orientation as demonstrated by…

6. Organize  The comparative characteristics of different  Engage with community groups using Community models for organizing communities (e.g. empathy and humility, and by carefully Groups Brown 2006; Burghardt 2010; Gamble & Weil listening for local perspectives, culturally 2010; Ohmer & DeMasi 2009; Rothman 2008; appropriate interpersonal communication, and Smock 2004; etc.), especially the potential for indigenous analysis of problem solution these models to empower communities, barriers and power resources as promote participation and advocate for demonstrated by… improved social, economic and environmental well-being.  Use the roles of facilitator, organizer, educator, coach, trainer and bridge builder to  Appropriate, effective, and ethical professional help members of a community come together roles in working with community groups and to focus on a problem or condition they have organizations. identified and wish to solve or change as demonstrated by…  The use and value of the dimensions of diversity (class, gender identity, race, culture,  Teach decision-making techniques that are age, sex, religion, sexual preference, grounded in democratic principles and disability, immigration status, etc.) when inclusive of differences as demonstrated by… facilitating the development of community groups.  Mediate, and teach mediating techniques for use by community members, as  The functions of conflict, the value of disagreements arise in the deliberations of the difference, and the use of mediation and organization, helping members to channel dialogue when working with community animosity into positive energy toward problem groups and coalitions. solutions, as demonstrated by…

 The use of directed analytical discussion,  Facilitate directed analytical discussion and information linking techniques, democratic dialogue in helping community members decision making methods, and participatory discover the root causes of problems and education to strengthen the capacities of conditions they wish to change as community groups and coalitions. demonstrated by…

7. Plan, Monitor,  The need for critical assessment and use of  Help community members make their own and Evaluate diverse sources of evidence informed connections with information and people, at Community knowledge to facilitate effective development multiple levels (horizontal and vertical), who Development of social, economic and environmental have particular knowledge about the problem Strategies problems. or condition they wish to change as demonstrated by…  The value of “expert knowledge” that community members bring to the planning  Respect, access and promote the wealth of processes, and the participatory methods to knowledge extant within the community and be able to identify, access and promote local available from people who have lived with the and indigenous knowledge. problem or condition as demonstrated by…

 The ways to facilitate consensus building and  Help community members analyze the depth effective decision making so that clear of the political, economic, and cultural mission, goals, and evaluation statements can influences, and embedded racial and gender be established in community groups and intolerance (both historical and present day), coalitions. so they can better interpret existing structural barriers AND structural supports when  The value of information exchange and peer planning strategies to solve problems as learning in helping community groups network demonstrated by… with like-minded organizations.  Facilitate the work of community members as  The role that political environments, economic they outline clear goals, process and outcome conditions, and cultural/racial/gender objectives, and strategies so that evaluation intolerance play in influencing community becomes an easy and integral part of their planning and priority-setting activities and planning process as demonstrated by… methods to promote multicultural learning, inter-group relations, and community  Facilitate discussions with grassroots leaders collaborations. that can uncover opportunities for collaborative, entrepreneurial social, economic, and environmental development projects as demonstrated by…

8. Engage in  How to map the depth, breadth, and diversity  Help community members bridge their

16 Collaborative of community groups, and facilitate the interests and concerns with other community Strategies collaboration with groups that have similar groups in collaborative efforts, thereby among Identity goals and outcome objectives. strengthening their vertical social capital, and Interest demonstrated by… Groups  Facilitate decision-making, problem solving and priority setting in a range of groups from  Engage in training that strengthens the small task groups to large community capacity of community leadership to make coalitions. decisions, set priorities, discover and create resources, and build strong, inclusive  The importance of celebrations, marking of organizations as demonstrated by… milestones, and recognition of hard work in all community wide efforts.  Facilitate the opportunity for community group members to train likeminded members of  The value and importance of peer learning in neighboring groups, and groups across community-wide collaborative efforts for social regions, states and countries as change. demonstrated by…

 Methods for strengthening leadership and  Help community members keep a sense of organizational capacity in grassroots groups. balance, humor and humility in their work toward community change in order to preserve families and prevent burnout as demonstrated by…

 Help organizational members plan celebrations that mark milestones of success for their group and community as demonstrated by…

9. Engage with  The range of human development indicators,  Identify and share with community members’ Communities in including those developed by the United tools for measuring human well-being (e.g. promoting Nations Development Program, and specific Maureen Hart, integrated community sustainable development http://www.sustainablemeasures.com/; UNDP Social, indicators now available in many communities Human Development Report, Economic, and to measure social, economic, political, and http://hdr.undp.org/en/; etc.), while helping Sustainable environmental well-being. local groups identify their own priorities to

17 Development measure community social, economic,  The linkages between effective family political and environmental well-being as functioning and strong, integrated community demonstrated by… institutions for improving the general social, economic and environmental well-being of  Identify supportive community organizations people in a community. that contribute to measurable individual, family and community well-being and target  The range of resources necessary in any them for positive media publicity and community for effective human development organized celebration as demonstrated by… (e.g. education, health promotion, housing, leisure and spiritual resources, along with  Identify the most oppressive elements of work opportunities, transportation, and gender, racial, and economic bias to be protection from violence, natural disasters, examined and targeted as community-wide and environmental decline, etc.). barriers to improve social, economic, political and environmental well-being as  The conditions, especially those related to demonstrated by… gender bias and racial prejudice that make these resources inaccessible for some  Identify and support methods to decrease community members, and knowledge of violence in any form in the community as methods to promote inclusion. demonstrated by…

 The broad range of social and economic  Identify and share with community members programs employed in the developing world any social, economic and environmental (e.g. micro enterprise, community banking programs employed across regions and models, social enterprise, cooperative and across the world that have been employed to solidarity production models) that can be solve problems similar to theirs and adapted for local communities anywhere, demonstrate successful indicators as including in the United States. demonstrated by…

10. Apply Policy  The significance of advocacy and  Facilitate organized lobbying efforts to Practice empowerment in the history of social work improve the support of institutions and Principles practice, and knowledge of historical role community organizations that contribute to the Necessary for models for this work. well-being of individuals, families and Improving Social, communities, especially those working with Economic and  The functioning of human services policy the most vulnerable populations as

18 Environmental making arenas including organizations, demonstrated by… Well-being municipalities, county governments, state legislatures, the Congress, executive  Write and speak (or sing, dance, paint, write branches and the courts, and how to access plays, make videos, blog, etc.) on behalf of them. policies that improve the social, economic, political, and environmental conditions of  Knowledge and judgment involved in individuals, families, and communities as negotiation, mediation, and reframing in demonstrated by… working for organizational and community change.  Engage in education, negotiation and mediation to influence policies that support  Knowledge and judgment needed to develop the well-being of individuals, families, and effective public communication and lobbying communities, demonstrated by… efforts, especially the use of electronic technology for accessing and disseminating  Join and support social work and related information generated from policy analysis. organizations that ethically and effectively work for the improved well-being of  Social work organizations and coalitions individuals, families and communities, engaged in effective policy change at local, especially those that work toward gender national, regional and international levels. equality, diminish poverty, celebrate diversity, and protect and restore environmental resources as demonstrated by…

1 Dorothy N. Gamble, adapted from “Core Knowledge Areas for Work in Community Organization and Social Administration”, in Weil, M., Gamble, D. N., and MacGuire, E. (2010). Community Practice Skills Workbook: Local to Global Perspectives (110-118). NY: Columbia University Press. 2 Developed by Dorothy N. Gamble, in collaboration with University of Pittsburgh School of Social Work; members of The Association for Community Organization and Social Administration (ACOSA); and Macro Faculty at the Portland, Oregon APM of CSWE, 10-15-10. Adopted by the ACOSA Board of Directors, 1-11-2011. Adapted from Gamble, D. N. (2011). Advanced concentration macro competencies for social work practitioners. Journal of Community Practice, 19(4), pp.369-402. Please send comments or questions to Dorothy Gamble, [email protected] and Sondra Fogel, [email protected].